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All Journal Jurnal Infinity Journal on Mathematics Education (JME) Prima: Jurnal Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) Mosharafa: Jurnal Pendidikan Matematika Prosiding Simposium Nasional Multidisiplin (SinaMu) EDUCENTER JURNAL PENDIDIKAN Jurnal Infinity STEAM Journal for Elementary School Education
Warsito Warsito
(Scopus ID: 57200720312), Universitas Muhammadiyah Tangerang, Tangerang
Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Other

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PROFILE OF STUDENTS' JUSTIFICATIONS OF MATHEMATICAL ARGUMENTATION Sukirwan Sukirwan; Dedi Muhtadi; Hairul Saleh; Warsito Warsito
Jurnal Infinity Vol 9 No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p197-212

Abstract

This study investigates the aspects that influence students' justification of the four types of arguments constructed by students, namely: inductive, algebraic, visual, and perceptual. A grounded theory type qualitative approach was chosen to investigate the emergence of the four types of arguments and how the characteristics of students from each type justify the arguments constructed. Four people from 75 students were involved in the interview after previously getting a test of mathematical argumentation. The results of the study found that three factors influenced students' justification for mathematical arguments, namely: students' understanding of claims, treatment given, and facts found in arguments. Claims influence the way students construct arguments, but facts in arguments are the primary consideration for students in choosing convincing arguments compared to representations. Also, factor treatment turns out to change students' decisions in choosing arguments, and these changes tend to lead to more formal arguments.
Impact of a STEAM-SDGs-Based Virtual Reality Mathematics Learning Model on Students’ Critical Thinking and Creativity Nur Choiro Siregar; Roslinda Rosli; Warsito Warsito; Aris Gumilar
STEAM Journal For Elementary School Education Vol. 2 No. 01 (2026): STEAM Journal for Elementary School Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sjese.2.01.2026.4

Abstract

The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) and Sustainable Development Goals (SDGs) in higher education has gained increasing attention as a strategy to foster essential 21st-century competencies. In mathematics learning, the use of Virtual Reality (VR) offers immersive and interactive experiences that may enhance higher-order thinking skills. However, empirical evidence examining the impact of a STEAM-SDGs-based VR learning model on students’ critical thinking and creativity remains limited. This study aims to investigate the effect of a STEAM-SDGs-based VR mathematics learning model on students’ critical thinking and creativity. A quantitative research design was employed. The study collected data through structured questionnaires administered to 100 students at Universitas Muhammadiyah Tangerang. The proposed research model was analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS version 3 to evaluate both measurement and structural models. The findings indicate that the STEAM-SDGs-based VR learning model has a significant positive effect on students' critical thinking and creativity. The immersive VR environment, combined with interdisciplinary STEAM integration and SDGs-oriented problem contexts, contributes to improved analytical reasoning, idea generation, and innovative problem-solving skills. This research provides empirical support for integrating STEAM, the SDGs, and Virtual Reality into mathematics education at the higher education level. The study contributes to the development of innovative, technology-enhanced learning models that promote critical thinking and creativity, offering practical implications for educators and policymakers seeking to strengthen 21st-century competencies in university settings.
Co-Authors Aris Gumilar Dedi Muhtadi Dedi Muhtadi Hairul Saleh Hairul Saleh Nur Choiro Siregar Roslinda Rosli Roslinda Rosli Rully Charitas Indra Prahmana Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Sukirwan Yeni Nuraeni Yeni Nuraini